The Pact Make a copy of this; do not type on the original; then, go to file and rename (ThePactYourname.) George Jenkins, Rameck Hunt, Sampson Davis
George Jenkins, Rameck Hunt, Sampson Davis
Education: Newark’s University High; Robert Wood Johnson Medical School and School of Dentistry HomeTown: Newark, New Jersey Occupation: Two Docs and a Dentist Three Young Men Make a Promise to Fulfill a Dream
INTRODUCTION
They grew up on the streets of Newark, facing city life's temptations, pitfalls, even jail. But one day these three young men made a pact. They promised each other they would all become doctors, and stick it out together through the long, difficult journey to attain that dream. Sampson Davis, George Jenkins, and Rameck Hunt are not only friends to this day—they are all doctors. This is a story about the power of friendship. Of joining forces and beating the odds. A story about changing your life, and the lives of those you love most...together.
ABOUT THE AUTHORS
Sampson Davis, George Jenkins, and Rameck Hunt grew up in broken homes in Newark, New Jersey, and both Davis and Hunt served times in juvenile detention centers. They enrolled in Seton Hall University's pre-med program together, and today Hunt is a physician at Robert Wood Johnson University of Medicine and Dentistry and Davis is an emergency medicine physician at Newark Beth Israel Medical Center.
Praise
"A powerful message of hope."—Dallas Morning News "Gripping, courageous, and inspiring."—Philadelphia Enquirer "After you've read it, pass it on...The Pact is a book that should never end up on a shelf because it is probably the most important book for African-American families that has been written since the protest era...Besides their personal stories, the doctors share practical steps that can be useful to a circle of friends in making their own pact...Get The Pact. It just may change a teen's future."—Chicago Sun-Times "They are an inspiration to young people everywhere, and their message is one that can transform the world."—Bill Cosby
Anticipation Guide
The Pact
Agree
The Anticipation Guide
Disagree
all
People judge you on how you look.
all
People judge you on where you are from.
all
Education is important.
all
Peer pressure can make you do things you do not want.
2 disagrees
People growing up in the inner city have just as many chances as others.
Reading - The Pact, Information Text, a poem, and connections to art
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
Writing in The Pact
Text Types and Purposes:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.9-10.2.C
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
CCSS.ELA-LITERACY.W.9-10.2.E
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.2.F
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.A
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.9-10.9.A
Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work
CCSS.ELA-LITERACY.W.9-10.9.B
Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening in The Pact
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)
Language in The Pact
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.1.A
Use parallel structure.*
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CCSS.ELA-LITERACY.L.9-10.2.B
Use a colon to introduce a list or quotation.
CCSS.ELA-LITERACY.L.9-10.2.C
Spell correctly.
CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.3.A
Write and edit work so that it conforms to the guidelines in a style manual (e.g.,MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.9-10.4.B
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
CCSS.ELA-LITERACY.L.9-10.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
CCSS.ELA-LITERACY.L.9-10.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.9-10.5.A
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
CCSS.ELA-LITERACY.L.9-10.5.B
Analyze nuances in the meaning of words with similar denotations.
CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Ask students to write a personal narrative that tells me something about their dreams for the future… Focus Question to be include: How important do you think family is to how you will fulfill these dreams?
Personal Narrative: is a form of writing in which the writer relates an event incident, or experience in his or her own life. The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer.
Characteristics of the Personal Narrative
focuses on one experience
shows the purpose clearly in that the importance of the event is clear to the reader
expresses the writer’s thoughts and feelings throughout
is written in first person “I”
has many relevant sensory details (things for the reader to see, hear, feel, smell taste).
must have dialogue in order for the reader to feel like they are there
must have why it is important and/or how it affected
Parts of a Personal Narrative
All personal narratives should have the following:
A beginning that grabs the reader’s interest; sometimes gives background information and a hint about the meaning or importance of the event.
A middle that tells about important events, describes people and places, and tells the writer’s thoughts and feelings.
An ending in which the writer explains the outcome and shows the meaning of the experiences and what one learns from those experiences..
Choosing a Topic Write about something you remember well Write about something that has meaning or importance to you Write about something you do not care to have read by others
Place in your e-portfolio and in a Google document and share with me. Put your MLA header on your paper, and double space.
Write Here ⇩ Place your essay in a Google doc and you Haiku e-portfolio -
The Title relates to the narrative, and it is “catchy.”
Excellent
Good
Fair
Needs Work
Lead catches reader’s interest. It starts with action and introduces the story well.
You use the names of things to show not tell.
You unpack words by going to the body and giving detail about what that concept is.
You have a turn in the narrative where you step out of the action to reflect.
The quality of your reflection indicates that you have given careful thought to the importance of this event.
All of the element mention in the narrative are important to the story.
You use a variety of sentence lengths. Fragments and dashes are okay.
There are no spelling, usage errors, or typos, You have read carefully to avoid them.
You have used good punctuation and capitalization. You are consistent in your verb tense.
Total on a 4.0 scale
Total out of 100 points
/100
Checklist for the Personal Narrative
Title relates to the Narrative
Yes
No
Title is catchy and interesting. It makes you want to read the narrative.
Lead catch reader’s interest.
Lead starts with action and introduces the story well
You use the Proper Nouns of things and people.
Your try to show and not tell by giving good details that help the reader see what is happening.
You “unpack” words by “going to the body” and providing detail about what the concept is.
Does the setting need a better description (less vague and more detailed)?
You have a turn in the narrative where you step out of the action to reflect.
The quality of the reflection indicates that you have provide careful thought to the importance of this event.
You do not just provide a cliche’ answer to what you learned. You spend more than a sentence or two explaining.
All of the elements mentioned in the narrative are important to the story. You do not have any extra facts.
Your narrative reads more like a story where something happens than a journey entry.
You use a variety of sentence lengths and structure.
There are no spelling or usage errors. There are no typos.
You use either present or past tense.
You have dialogue in quotation marks.
The Pact - Projects
Read out loud: Introduction and “Dreaming Big” ⇛Students will take notes on the most important events. Use Post Its - Introduction Notes
Use Post Its “Dreaming Big”
The Pact
Focus Question: What do you think it is like to grow up in the “inner city”?
Discuss: Ask Students to share answers
Use Post It Notes
Students will brainstorm words they associate with inner city:
Verbs
Nouns
Adjectives
run
ghetto
poor
fight
addict
angry
grow
thief
young
live
teenagers
broken
survive
friends
positive
thrive
drugs
experience
death
Before reading: Explain the language, in the text, to the students. Students will finish reading
Have students put words, in categories on the board. Students will then write a Paragraph that describes the inner city using the above words. Highlight the words in the paragraph.
Ma grandmother hardworking safe haven
Mother Arlene Hunt Drug habit (marijuana, heroin, cocaine) Pushes Rameck
RAMECK
Gifted talented program acting Miss Scott headshots $150 -no electricity University
Father heroin addict scholarship to college basketball player cheated on Rameck’s mom
The Pact Study Guide Introduction ||
1. How does the narrator’s present compare with his past?
2. Who/What has the most influence on impressionable young adults?
3. How are friendships good? How are they bad?
4. How is this success story different than the success stories that you commonly hear?
Chapter 1 “Dreaming Big” - George
Vocabulary
meaning
sentence
1. boisterous
2. acknowledgment
3. leniency
4. lanky
Chapter 1 - Questions
1. How does a trip to the dentist change George’s life?
2. Describe Ella Jenkins Mack. What kind of influence could her work ethic have had on George’s life?
3. Describe George’s step and biological fathers. How were they alike? How were they different?
4. How did George feel about Shahid Jackson?
5. Even though George made a conscious decision to become studious, how did he treat others in the neighborhood that made less than honorable career choices/
6. What kind of teacher was Miss Johnson?
7. much of what George talked about seemed like random occurrences. But could these ‘occurrences’ have meant more to George than their face values? Explain...
Text to Self
The Pact
You
“Home” and “Ma” Focus Question: How are you influenced by the people around you?
Ask students to share their answers.
Read: Students will popcorn read/listen to the story.
Write questions you may have
Questions
Answers
1.
2.
3.
4.
5.
Once students finish reading, ask them… What questions do you have?
Have students work in pairs to answer questions
If students cannot answer questions, explain and answer.
Chapter 2 - “Home” --Sam
Vocabulary
1. obligation
2. occupants
3. despair
4. ranted
5. raved
6. compulsive
7. paranoid
8. sassy
9. reckless
10. saddled
11. courtesy
12. literally
13. retrospect
14. brunt
15. mimic
16. manicured
17. subtle
18. sweltering
19. lament
20. diversion
21. unison
22. prestigious
Word Wall
Students will write down these words and the definitions. As they read, they will write down the sentence where used within the text.
menial
preparatory
predominantly
clique
exasperated
underwritten
activist
ousted
futilely
incorrigible
skeptical
reluctant
self-reliance
summoned
Questions:
1. What was Sam’s “Moms’ secret?
2. why did Ruthener Davis drop out of school?
3. How would you describe Kenneth Davis?
4. Describe the neighborhood live Sam while in grade school.
5. What is the significance of keeping Sam’s hair in the Bible?
6. How would you describe Ruthener Davis?
7. How was Sam’s home life?
8. How did Sam’s home life change after his parent’s divorce?
9. How did Sam get along with his siblings?
10. How did Sam’s surroundings influence him?
Chapter 3 “Ma” 〜Rameck
Vocabulary
hypothesis
aspired
stint
stunning
defying
unbeknownst
Questions
1. How was Rameck’s mother’s and grandmother’s relationship?
2. When and why did Arlene have Rameck?
3. Describe University High School.
4. How was the neighborhood around the school?
5. Which friends did Sam choose?
Read “Common Ground” Chapter 4 and “Caged” Chapter 5
Focus Questions: How would you described the boys?
Ask the students to share their answers Draw a Circle
Chapter 4 “Common Ground” continued 〜George Vocabulary
1. menial
2. preparatory
3 predominantly
4. clique
5. exasperated
6. Answer in paragraph form: What now will-know R & B star was George friends with? And why did the USO protest? And what were the results of that protest? What did Rameck do to his Biology teacher? What happened to him as a result of his actions? Luck or fate? What sport did both Sam and George play? What college gave a presentation at University High that excited George and prompted him to persuade Sam and Rameck to apply?
7. describe the rigor of University High.
8. What was George’s first impression of Rameck?
9. What did Rameck want to become throughout most of High school?
10. What act united the students from high school?
11. Describe the incident that almost got Rameck kicked out of school?
12. How was it serendipitous that George, Sam, and Rameck were in the library to meet the recruiter from Seton Hall?
Chapter 5 “Caged” continued 〜Rameck Vocabulary
1. ringside
2. precinct
3. mannerisms
4. barbaric
Questions:
1. How did Rameck’s Plainfield friends influence him?
2. What did Rameck’s mother arrange for him to attend University High?
3. What did Rameck not have that he desperately needed? Do you have it?
4. What did Rameck and his friends do to the man who bought and smoked crack?
5. What happened to Rameck as a result?
6. Who did Rameck thank when his “ordeal” ended? How did his life change?
7. How did the ‘code of the streets’ hinder Rameck?
8. What changed Rameck and his friends’ dream?
9. What drew Rameck to his friends?
10. Describe the incident at the hangout.
11. How did Rameck feel after he was arrested?
12. Describe Rameck’s experience in jail.
13. How did Rameck’s Plainfield friends surprise him?
14. What happened at Rameck’s trial?
15. What did Rameck decide after his arrest?
“The Road Not Taken” -Listen and discuss how this poem relates to Remeck’s life
Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth: Then took the other, as just as fair, And having perhaps the better claim Because it was grassy and wanted wear, Through as for that the passing there Had worn them really about the same,
And both that morning equally lay in leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way I doubted if I should ever come back.
Read “A Big Break” and “Hope” Focus Questions: How do you identify the tone, audience and purpose of a selections? Students will take notes on Tone words from the reading.
Have students brainstorm Tone words (put on the board)
Chapter 6 “A Big Break” 〜Sam Vocabulary
vicinity
careening
Questions
1. What happened to Sam and Frank when they went walking? How old was Sam?
2. What happened on Sam’s seventeenth birthday?
3. Describe the money-making scheme devised by one of Sam’s friends.
4. What happened when Sam marshall “drove out?” How old was he then?
5. Describe the money-making scheme devised by one of Sam’s friends.
6. What did Sam decide he would do after his court hearing?
7. How did George he managed to stay focused on his dream?
8. What did Sam realize he had to do in order to get more out of life?
9. What happened to the three other young men who committed the robbery with Sam?
10. How did Sam feel about the deal?
11. How did Sam resist peer pressure?
12. What was the new moneymaking scheme Sam had presented to him?
13. How did he handle the peer pressure?
14. How did this scheme turn out?
15. Describe Sam’s court date turn out?
16. Describe Sam’s experience in jail.
17. How did Sam’s court date turn out?
18. How did the pact he made with George and Rameck seem to him now?
19. How did Sam’s Dayton Street friends react to his college plans?
Who does George believe, have the most influence on one another’s lives?
How did George avoid socializing with negative people?
How important is community involvement during the teenage year?
Discuss the article: Gist
1.
2.
3.
Review each term with the students: Have students ID the audience and purpose Put on the board Have students read “Hope” and write down tone words
George on Peer Pressure Section in the book
Read “Summer Odyssey” Chapter 8 and “Earth Angel” Chapter 9 Focus Questions: What are some of the boys actions?
Ask the students to share their answers.
Explain a cause- in -effect T-Chart
Students will read out loud, p. 111 - 129 and take notes in their cause - in - effect chart.
Show students how to create their Haiku e-portfolios and Google docs. Write a cause and effect essay:
Be sure to clearly state the cause and effect relationship that’s being explored. This should be the thesis statement.
Use facts, statistics, examples, quotations, logic, reasoning, analysis, and interpretation for support.
When revising, answer the following questions.
How would you summarize the cause and effect relationship presented in the essay?
What evidence most strongly supports the thesis statement? What evidence is weakest?
Which parts could use clarification?
Be sure to use cause and effect transitions: if…then, because, as a result, consequently, therefore, etc.
Chapter 8 “Summer Odyssey” Rameck Vocabulary:
1. remediation
2. detractors
3. prominent
4. temperament
5. depict
6. garb
7. rhetorically
Questions:
1. Why did Sam, George, and Rameck have to go to school six weeks earlier than the rest of their classmates?
2. How does Rameck feel about his community?
3. What did Rameck realize about school?
4. Describe an average day of an EOP student.
5. How did the three students perform during the summer sessions?
6. What prank did the students plan to play on Carla near the end of the summer program?
7. How did the summer program help the students?
Pretend you are one of the boys and “WRITE” a postcard home describing your summer.
Copy to your Haiku - e- Portfolio and Google doc
Focus Question: What are you willing to do to succeed in college” The Pact: “A Summer Odyssey” - chapter 8 continued The Steps The Boys Had to Take _ 6 week remedial program during the summer _ 7 am breakfast Would you be willing to do what the boys did? _ 8 am - 5pm classes _ Mandatory one hour tutoring session after classes _ Short dinner break at 6 pm _ Study until 9 pm _ No television p. 117 ⇒ The boys follow Carla’s advice on how to do well in class. Name 5 _ Dorm room doors open things you think help you to do well. _ 10 pm mandatory bedtime
Chapter 9 “Earth Angel” Sam Vocabulary
admonished
obsolete
Questions:
1. What author changed Carla Dickson’s life?
2. How did Carla view the bond between the three friends?
3. How was Carla’s relationship with the young men?
4. How did Carla convince Rameck to stay in school?
5. What was Carla’s job?
6. What was the significance of keeping the pictures in her Bible?
Create a collage, in publisher (using 2.0 and 4.0 Tools), that represents the symbols and/or images within the novel. Fill in an entire page, print in color, and turn in to your teacher.
Make a list of adjectives for each of the characters in the book.
Sam
Rameck
George
*
The Pact “A Different World” Chapter 10 Focus Question: How is Seton Hall different from Newark?
Seton Hall
Newark
Chapter 10 “A Different World” Rameck Vocabulary
Mercilessly
feigning
demeanor
lax
grandiose
envisioned
gig
liability
naively
compelled
Questions
1. Why did Rameck invite Michael to visit him at college?
2. How did the visit turn out?
3. How did Rameck feel after the incident?
4. What was his mother’s advice while growing up?
5. What happened when the police came?
6. How did this incident challenge Rameck’s view about white people?
7. What other incident happened before the end of freshman year almost had Rameck kicked out of school?
8. How did this change Rameck?
9. What book did Rameck find that inspired him?
10. What did Rameck, George, and Sam decide to do?
Students will write a reader’s response”
1. One paragraph character analysis of the character you choose to track. Place reader’s response in both your e-Haiku portfolio and Google doc
The Next section of chapters is referred to as “Giving Back” What do you think college will be like for you? Ask the students to share their answers
Read Out loud the chapter and encourage the students to take notes and ask about the vocabulary “Rameck on Giving Back” Questions
1. What do you need to enrich another person’s life?
2. Describe the analogy Rameck uses for giving.
3. Who was the one person Rameck felt he was lacking while growing up?
4. Why should selfish people give?
Read “Rap” Chapter 11 George and “Lovesick” Chapter 12 Vocabulary
era
mogul
stately
perplexed
introspective
escalated
abrupt
Questions
1. How did George, Sam, and Rameck feel about rap?
2. What was the name they chose for their group?
3. How far did they pursue their rap careers?
4. How successful was the group?
5. why did George stop rapping?
Focus Questions: What Challenges do the boys face? Provide example of each from the text. Conflict: -
Man vs Man
Man vs Himself
Man vs Society
Now Discuss:
Text to Self
Text to World
Text to Text
“Lovesick” Chapter 12 - Rameck Vocabulary
1. inflict
2. crystallized
3. residency
Questions:
1. What kind of family life did Rameck envision in his future?
2. Describe Rameck’s relationship with Kay.
3. How did Rameck’s part time job almost turn into a career?
4. Why did Rameck stick with Medical school?
The Pact Mandala Directions: Using images and words from the book, create a mandala that represents the book
“Access Med” p. 169 - 182 Chapter 13 Focus Question: What conflicts do the boys face?
Discuss: Ask the students to share their answers
Students will read out loud and take notes on the reading
Afterwards, define CONFLICT and have the students ID examples
Internal Conflict
Sam
External
Internal Conflict
Rameck
External
Internal Conflict
George
External
Reading: Sum up the book so far… Reader’s Response:
I am confused by
One theme that keeps coming up
This reminds me of
Chapter 13 “Access Med” Sam Vocabulary
daunting
feisty
condominium
anesthesiologist
meticulous
commute
scribe
torrential
Questions
1. What program accepted Sam and Rameck?
2. Where did Sam and Rameck transfer?
3. What happened to the trio of students?
4. How was the Livingston campus a welcome change to Sam and Rameck?
5. How was Sam adjusting to medical school?
6. Outside of class, what took up the three student’s time?
7. How did Sam and Rameck make money?
8. What news from home distracted Sam?
9. How did Sam cope with the pressure?
“Old Ties” Chapter 14 Page 183 Focus Questions: What character traits ensure George succeeds?
What are your goals?
How will you achieve them?
Chapter 14 “Old Ties” George Vocabulary
logistical
invigorating
surreal
straddling
ethic
inflections
Questions
1. Where was George accepted to dental school and where did he stay while attending?
2. What happened with the “free ride” the three students were promised?
3. How far was George falling behind on his tuition?
4. How much was it to take the state licensing exam?
5. How was living in the old neighborhood different than living at Seton Hall?
6. How was George different?
7. How did George’s friends treat his apartment?
8. How did the separation from Rameck and Sam affect George?
9. What did Sam realize about the people around him at home or at school?
Write a rough draft of an essay that define nonfiction using The Pact; and place it in your e-portfolio Haiku and Google doc. after you have gone through and peer edited the paper.
“D.W.B” Chapter 15 page 199
Focus Question: What words or images do you associate with The Pact?
Ask the student to share their answers.
Read the chapter using the popcorn method.
Vocabulary
secluded
catapult
profiling
presumed
plea
clinical
Questions
1. Why was Rameck arrested?
2. After talking to his lawyer, what did Rameck do?
3. Why did this arrest scare him?
4. How did his actions hurt him in court?
5. What was his lawyer’s response?
6. How did the trial turn out?
“Becoming Doctors” Chapter 16 Sam Focus Question: What obstacles does Sam have to overcome?
Obstacles
How Sam overcomes his obstacles?
Vocabulary
physiology
insurmountable
elation
vague
affiliated
dweller
gastrointestinal
lacerations
dean
reputable
intent
perseverance
humble
Questions
1. How did Sam do on his first state board exam?
2. How was this a different concept for the three students?
3. Who was Same able to connect with?
4. How did Sam cope with his failure?
5. How did Sam feel when he visited his old neighborhood?
6. How did Sam do on his second state board exam?
7. Where did Sam choose to do a rotation dealing with emergency medicine?
8. What happened to change Sam’s feelings of not belonging in medicine?
9. What happens on Match Day? How did Sam do?
10. Where did Rameck place for residency? Where did Sam place for residency?
11. How did Sam feel after he didn’t place in an emergency residency?
12. What did Sam find while trying to remedy the situation? How did it turn out?
“Goodbye” Final Chapter Focus Question: What do you think the chapter title refers to?
Place your essay in both your e-Haiku portfolio and a Google doc and share with your teacher.
The Pact - Epilogue Focus Questions: What do you think the boys will do next? Students will share answers…
Matching Vocabulary
1. Name the types of non-fiction read
2. Name a piece of nonfiction we read: -author -perspective -tone -purpose
3. Compare the boys’ attitude in The Pact
4. Contrast essays and fiction
5. Pick a piece (titled author) -Text to text -Text to world/self -Examples
A - CNN article on improving schools
B- Essays: “Carry Your Own Skis…”
C-Speech: “I Have a Dream”
D- Autobiography/Memoir: The Pact
F- Similarities between Sam, George, and Rameck: dedicated and hardworking
G. Essays - True
G. Fiction - made up information
“Start of Something Big” - What does this mean to you for you?
“Graduation” Chapter 17 Focus Question: How does your social cultural context affect you?
Ask student to share answers If necessary explain
Religion Geography Economics
Education Music/Television/Movies
Ask students to describe their social/historical context
Students will then describe the social/historical context of the boys
Read out loud the chapter Students will take notes on the chapter
“Graduation” Chapter 17 - George Vocabulary
rigor
grueling
doggedly
entangled
amphitheater
prophetic
Questions:
1. Why did George want to do a residency when one wasn’t needed?
2. What did Dr. Noble do right before their graduation?
3. How did George feel about this?
4. How did George and Rameck help each other while they were still in school?
5. What was the first thing the three planned for after graduation?
6. What was the headline on the newspaper?
7. How did the story contrast to what George was used to seeing on the front page?
“Goodbye”, Page 231 - 236 Focus Questions: How have the boys changed since the beginning of the book?
Ask student to share their answers
“Goodbye” Chapter 18 Rameck Vocabulary
cirrhosis
gastroenterology
Questions
1. Why did Rameck choose to specialize in gastroenterology?
2. How did Ma help Rameck with his patients?
Focus Question: What can you learn from the 3 doctors? DISCUSSION QUESTIONS - - Short Answer Assessment
"How can a mother's plea compete with the thrill of having wads of cash handed to you when your pockets are empty and the pantry is bare?" Sam writes (p.53) "Sure, you see cats your age dying all the time, but you figure that's the price you pay for being born poor. And you accept your fate, unless someone or something convinces you that you have the power to change the script." Discuss the narrators' success in the context of this statement. Who or what provided that "someone or something" for these three boys?
The narrators cite role models as huge influences on their lives. Discuss how Mr. Jackson, Miss Johnson, Reggie, and Carla affected George, Sam, and Rameck. Do you think individuals are encouraged to take on leadership roles in troubled communities? Why or why not?
The narrators cite role models as huge influences on their lives. Discuss how Mr. Jackson, Miss Johnson, Reggie, and Carla affected George, Sam, and Rameck. Do you think individuals are encouraged to take on leadership roles in troubled communities? Why or why not?
The narrators cite role models as huge influences on their lives. Discuss how Mr. Jackson, Miss Johnson, Reggie, and Carla affected George, Sam, and Rameck. Do you think individuals are encouraged to take on leadership roles in troubled communities? Why or why not?
Each of the narrators describes a turning point at which specific decisions or choices—to turn away from certain friends, to never return to jail, to study harder—changed the course of their lives. Are such moments recognizable only in hindsight? Do you think that shaping the events of your life into a story would influence the importance you placed on specific events? Discuss.
Peer pressure plays an enormous role in the lives of young people in every circumstance. How did it play into Sam, George, and Rameck's lives? What drew them together and what kept their "pact" alive?
Rameck's grandmother tries to teach him a tough lesson when she takes back the money she's lent him for portfolio pictures because she found out that his mother used it to pay the utility bill. "You can't help nobody till you help yourself," she tells him. Do you agree with her philosophy? What do you think Rameck took away from that experience?
Education is at the center of this success story. But teachers like Miss Johnson, who nurtured and inspired George, were less prevalent than those who "...just didn't know how to reach us and didn't seem to care. They expected and accepted mediocrity or less, and unfortunately, we usually gave no more." Why do you think George felt this way? To what degree are teachers—and students—to blame for this situation? Does the book suggest any ways to improve the system?
If the EOP program that gave these three young men a chance at college—and the hundreds of other programs like it—didn't exist, do you think they would have succeeded anyway? Why or why not?
George ends the book sitting at his desk watching teenagers outside, wondering: "Where are their parents? Where are the cops?"—though he adheres to the unwritten code of the streets, of course, and doesn't call them—and finally, "Where are our young leaders to show the kids something different from what they see around here?" Has this book changed the way in which you'd answer those questions?
After reading this book, what do you conclude is required to enable other young people in rough environments to achieve? Who is ultimately responsible for providing those opportunities? The individual? The family? The state?
We hope our story will also demonstrate that anyone with enough compassion has the power to transform and redirect someone else's troubled life," the doctors write in their introduction. Have they succeeded? Can you identify ways to take up that challenge in your own community?
The Pact Make a copy of this; do not type on the original; then, go to file and rename (ThePactYourname.) George Jenkins, Rameck Hunt, Sampson Davis
George Jenkins, Rameck Hunt, Sampson Davis
Education: Newark’s University High; Robert Wood Johnson Medical School and School of Dentistry HomeTown: Newark, New Jersey Occupation: Two Docs and a Dentist Three Young Men Make a Promise to Fulfill a Dream
INTRODUCTION
They grew up on the streets of Newark, facing city life's temptations, pitfalls, even jail. But one day these three young men made a pact. They promised each other they would all become doctors, and stick it out together through the long, difficult journey to attain that dream. Sampson Davis, George Jenkins, and Rameck Hunt are not only friends to this day—they are all doctors. This is a story about the power of friendship. Of joining forces and beating the odds. A story about changing your life, and the lives of those you love most...together.
ABOUT THE AUTHORS
Sampson Davis, George Jenkins, and Rameck Hunt grew up in broken homes in Newark, New Jersey, and both Davis and Hunt served times in juvenile detention centers. They enrolled in Seton Hall University's pre-med program together, and today Hunt is a physician at Robert Wood Johnson University of Medicine and Dentistry and Davis is an emergency medicine physician at Newark Beth Israel Medical Center.
Praise
"A powerful message of hope."—Dallas Morning News "Gripping, courageous, and inspiring."—Philadelphia Enquirer "After you've read it, pass it on...The Pact is a book that should never end up on a shelf because it is probably the most important book for African-American families that has been written since the protest era...Besides their personal stories, the doctors share practical steps that can be useful to a circle of friends in making their own pact...Get The Pact. It just may change a teen's future."—Chicago Sun-Times "They are an inspiration to young people everywhere, and their message is one that can transform the world."—Bill Cosby
Anticipation Guide
The Pact
Agree
The Anticipation Guide
Disagree
all
People judge you on how you look.
all
People judge you on where you are from.
all
Education is important.
all
Peer pressure can make you do things you do not want.
2 disagrees
People growing up in the inner city have just as many chances as others.
Reading - The Pact, Information Text, a poem, and connections to art
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
Writing in The Pact
Text Types and Purposes:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.9-10.2.C
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
CCSS.ELA-LITERACY.W.9-10.2.E
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.2.F
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.A
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.9-10.9.A
Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work
CCSS.ELA-LITERACY.W.9-10.9.B
Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening in The Pact
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)
Language in The Pact
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.1.A
Use parallel structure.*
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CCSS.ELA-LITERACY.L.9-10.2.B
Use a colon to introduce a list or quotation.
CCSS.ELA-LITERACY.L.9-10.2.C
Spell correctly.
CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.3.A
Write and edit work so that it conforms to the guidelines in a style manual (e.g.,MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.9-10.4.B
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
CCSS.ELA-LITERACY.L.9-10.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
CCSS.ELA-LITERACY.L.9-10.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.9-10.5.A
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
CCSS.ELA-LITERACY.L.9-10.5.B
Analyze nuances in the meaning of words with similar denotations.
CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Ask students to write a personal narrative that tells me something about their dreams for the future… Focus Question to be include: How important do you think family is to how you will fulfill these dreams?
Personal Narrative: is a form of writing in which the writer relates an event incident, or experience in his or her own life. The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer.
Characteristics of the Personal Narrative
focuses on one experience
shows the purpose clearly in that the importance of the event is clear to the reader
expresses the writer’s thoughts and feelings throughout
is written in first person “I”
has many relevant sensory details (things for the reader to see, hear, feel, smell taste).
must have dialogue in order for the reader to feel like they are there
must have why it is important and/or how it affected
Parts of a Personal Narrative
All personal narratives should have the following:
A beginning that grabs the reader’s interest; sometimes gives background information and a hint about the meaning or importance of the event.
A middle that tells about important events, describes people and places, and tells the writer’s thoughts and feelings.
An ending in which the writer explains the outcome and shows the meaning of the experiences and what one learns from those experiences..
Choosing a Topic Write about something you remember well Write about something that has meaning or importance to you Write about something you do not care to have read by others
Place in your e-portfolio and in a Google document and share with me. Put your MLA header on your paper, and double space.
Write Here ⇩ Place your essay in a Google doc and you Haiku e-portfolio -
The Title relates to the narrative, and it is “catchy.”
Excellent
Good
Fair
Needs Work
Lead catches reader’s interest. It starts with action and introduces the story well.
You use the names of things to show not tell.
You unpack words by going to the body and giving detail about what that concept is.
You have a turn in the narrative where you step out of the action to reflect.
The quality of your reflection indicates that you have given careful thought to the importance of this event.
All of the element mention in the narrative are important to the story.
You use a variety of sentence lengths. Fragments and dashes are okay.
There are no spelling, usage errors, or typos, You have read carefully to avoid them.
You have used good punctuation and capitalization. You are consistent in your verb tense.
Total on a 4.0 scale
Total out of 100 points
/100
Checklist for the Personal Narrative
Title relates to the Narrative
Yes
No
Title is catchy and interesting. It makes you want to read the narrative.
Lead catch reader’s interest.
Lead starts with action and introduces the story well
You use the Proper Nouns of things and people.
Your try to show and not tell by giving good details that help the reader see what is happening.
You “unpack” words by “going to the body” and providing detail about what the concept is.
Does the setting need a better description (less vague and more detailed)?
You have a turn in the narrative where you step out of the action to reflect.
The quality of the reflection indicates that you have provide careful thought to the importance of this event.
You do not just provide a cliche’ answer to what you learned. You spend more than a sentence or two explaining.
All of the elements mentioned in the narrative are important to the story. You do not have any extra facts.
Your narrative reads more like a story where something happens than a journey entry.
You use a variety of sentence lengths and structure.
There are no spelling or usage errors. There are no typos.
You use either present or past tense.
You have dialogue in quotation marks.
The Pact - Projects
Read out loud: Introduction and “Dreaming Big” ⇛Students will take notes on the most important events. Use Post Its - Introduction Notes
Use Post Its “Dreaming Big”
The Pact
Focus Question: What do you think it is like to grow up in the “inner city”?
Discuss: Ask Students to share answers
Use Post It Notes
Students will brainstorm words they associate with inner city:
Verbs
Nouns
Adjectives
run
ghetto
poor
fight
addict
angry
grow
thief
young
live
teenagers
broken
survive
friends
positive
thrive
drugs
experience
death
Before reading: Explain the language, in the text, to the students. Students will finish reading
Have students put words, in categories on the board. Students will then write a Paragraph that describes the inner city using the above words. Highlight the words in the paragraph.
Ma grandmother hardworking safe haven
Mother Arlene Hunt Drug habit (marijuana, heroin, cocaine) Pushes Rameck
RAMECK
Gifted talented program acting Miss Scott headshots $150 -no electricity University
Father heroin addict scholarship to college basketball player cheated on Rameck’s mom
The Pact Study Guide Introduction ||
1. How does the narrator’s present compare with his past?
2. Who/What has the most influence on impressionable young adults?
3. How are friendships good? How are they bad?
4. How is this success story different than the success stories that you commonly hear?
Chapter 1 “Dreaming Big” - George
Vocabulary
meaning
sentence
1. boisterous
2. acknowledgment
3. leniency
4. lanky
Chapter 1 - Questions
1. How does a trip to the dentist change George’s life?
2. Describe Ella Jenkins Mack. What kind of influence could her work ethic have had on George’s life?
3. Describe George’s step and biological fathers. How were they alike? How were they different?
4. How did George feel about Shahid Jackson?
5. Even though George made a conscious decision to become studious, how did he treat others in the neighborhood that made less than honorable career choices/
6. What kind of teacher was Miss Johnson?
7. much of what George talked about seemed like random occurrences. But could these ‘occurrences’ have meant more to George than their face values? Explain...
Text to Self
The Pact
You
“Home” and “Ma” Focus Question: How are you influenced by the people around you?
Ask students to share their answers.
Read: Students will popcorn read/listen to the story.
Write questions you may have
Questions
Answers
1.
2.
3.
4.
5.
Once students finish reading, ask them… What questions do you have?
Have students work in pairs to answer questions
If students cannot answer questions, explain and answer.
Chapter 2 - “Home” --Sam
Vocabulary
1. obligation
2. occupants
3. despair
4. ranted
5. raved
6. compulsive
7. paranoid
8. sassy
9. reckless
10. saddled
11. courtesy
12. literally
13. retrospect
14. brunt
15. mimic
16. manicured
17. subtle
18. sweltering
19. lament
20. diversion
21. unison
22. prestigious
Word Wall
Students will write down these words and the definitions. As they read, they will write down the sentence where used within the text.
menial
preparatory
predominantly
clique
exasperated
underwritten
activist
ousted
futilely
incorrigible
skeptical
reluctant
self-reliance
summoned
Questions:
1. What was Sam’s “Moms’ secret?
2. why did Ruthener Davis drop out of school?
3. How would you describe Kenneth Davis?
4. Describe the neighborhood live Sam while in grade school.
5. What is the significance of keeping Sam’s hair in the Bible?
6. How would you describe Ruthener Davis?
7. How was Sam’s home life?
8. How did Sam’s home life change after his parent’s divorce?
9. How did Sam get along with his siblings?
10. How did Sam’s surroundings influence him?
Chapter 3 “Ma” 〜Rameck
Vocabulary
hypothesis
aspired
stint
stunning
defying
unbeknownst
Questions
1. How was Rameck’s mother’s and grandmother’s relationship?
2. When and why did Arlene have Rameck?
3. Describe University High School.
4. How was the neighborhood around the school?
5. Which friends did Sam choose?
Read “Common Ground” Chapter 4 and “Caged” Chapter 5
Focus Questions: How would you described the boys?
Ask the students to share their answers Draw a Circle
Chapter 4 “Common Ground” continued 〜George Vocabulary
1. menial
2. preparatory
3 predominantly
4. clique
5. exasperated
6. Answer in paragraph form: What now will-know R & B star was George friends with? And why did the USO protest? And what were the results of that protest? What did Rameck do to his Biology teacher? What happened to him as a result of his actions? Luck or fate? What sport did both Sam and George play? What college gave a presentation at University High that excited George and prompted him to persuade Sam and Rameck to apply?
7. describe the rigor of University High.
8. What was George’s first impression of Rameck?
9. What did Rameck want to become throughout most of High school?
10. What act united the students from high school?
11. Describe the incident that almost got Rameck kicked out of school?
12. How was it serendipitous that George, Sam, and Rameck were in the library to meet the recruiter from Seton Hall?
Chapter 5 “Caged” continued 〜Rameck Vocabulary
1. ringside
2. precinct
3. mannerisms
4. barbaric
Questions:
1. How did Rameck’s Plainfield friends influence him?
2. What did Rameck’s mother arrange for him to attend University High?
3. What did Rameck not have that he desperately needed? Do you have it?
4. What did Rameck and his friends do to the man who bought and smoked crack?
5. What happened to Rameck as a result?
6. Who did Rameck thank when his “ordeal” ended? How did his life change?
7. How did the ‘code of the streets’ hinder Rameck?
8. What changed Rameck and his friends’ dream?
9. What drew Rameck to his friends?
10. Describe the incident at the hangout.
11. How did Rameck feel after he was arrested?
12. Describe Rameck’s experience in jail.
13. How did Rameck’s Plainfield friends surprise him?
14. What happened at Rameck’s trial?
15. What did Rameck decide after his arrest?
“The Road Not Taken” -Listen and discuss how this poem relates to Remeck’s life
Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth: Then took the other, as just as fair, And having perhaps the better claim Because it was grassy and wanted wear, Through as for that the passing there Had worn them really about the same,
And both that morning equally lay in leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way I doubted if I should ever come back.
Read “A Big Break” and “Hope” Focus Questions: How do you identify the tone, audience and purpose of a selections? Students will take notes on Tone words from the reading.
Have students brainstorm Tone words (put on the board)
Chapter 6 “A Big Break” 〜Sam Vocabulary
vicinity
careening
Questions
1. What happened to Sam and Frank when they went walking? How old was Sam?
2. What happened on Sam’s seventeenth birthday?
3. Describe the money-making scheme devised by one of Sam’s friends.
4. What happened when Sam marshall “drove out?” How old was he then?
5. Describe the money-making scheme devised by one of Sam’s friends.
6. What did Sam decide he would do after his court hearing?
7. How did George he managed to stay focused on his dream?
8. What did Sam realize he had to do in order to get more out of life?
9. What happened to the three other young men who committed the robbery with Sam?
10. How did Sam feel about the deal?
11. How did Sam resist peer pressure?
12. What was the new moneymaking scheme Sam had presented to him?
13. How did he handle the peer pressure?
14. How did this scheme turn out?
15. Describe Sam’s court date turn out?
16. Describe Sam’s experience in jail.
17. How did Sam’s court date turn out?
18. How did the pact he made with George and Rameck seem to him now?
19. How did Sam’s Dayton Street friends react to his college plans?
Who does George believe, have the most influence on one another’s lives?
How did George avoid socializing with negative people?
How important is community involvement during the teenage year?
Discuss the article: Gist
1.
2.
3.
Review each term with the students: Have students ID the audience and purpose Put on the board Have students read “Hope” and write down tone words
George on Peer Pressure Section in the book
Read “Summer Odyssey” Chapter 8 and “Earth Angel” Chapter 9 Focus Questions: What are some of the boys actions?
Ask the students to share their answers.
Explain a cause- in -effect T-Chart
Students will read out loud, p. 111 - 129 and take notes in their cause - in - effect chart.
Show students how to create their Haiku e-portfolios and Google docs. Write a cause and effect essay:
Be sure to clearly state the cause and effect relationship that’s being explored. This should be the thesis statement.
Use facts, statistics, examples, quotations, logic, reasoning, analysis, and interpretation for support.
When revising, answer the following questions.
How would you summarize the cause and effect relationship presented in the essay?
What evidence most strongly supports the thesis statement? What evidence is weakest?
Which parts could use clarification?
Be sure to use cause and effect transitions: if…then, because, as a result, consequently, therefore, etc.
Chapter 8 “Summer Odyssey” Rameck Vocabulary:
1. remediation
2. detractors
3. prominent
4. temperament
5. depict
6. garb
7. rhetorically
Questions:
1. Why did Sam, George, and Rameck have to go to school six weeks earlier than the rest of their classmates?
2. How does Rameck feel about his community?
3. What did Rameck realize about school?
4. Describe an average day of an EOP student.
5. How did the three students perform during the summer sessions?
6. What prank did the students plan to play on Carla near the end of the summer program?
7. How did the summer program help the students?
Pretend you are one of the boys and “WRITE” a postcard home describing your summer.
Copy to your Haiku - e- Portfolio and Google doc
Focus Question: What are you willing to do to succeed in college” The Pact: “A Summer Odyssey” - chapter 8 continued The Steps The Boys Had to Take _ 6 week remedial program during the summer _ 7 am breakfast Would you be willing to do what the boys did? _ 8 am - 5pm classes _ Mandatory one hour tutoring session after classes _ Short dinner break at 6 pm _ Study until 9 pm _ No television p. 117 ⇒ The boys follow Carla’s advice on how to do well in class. Name 5 _ Dorm room doors open things you think help you to do well. _ 10 pm mandatory bedtime
Chapter 9 “Earth Angel” Sam Vocabulary
admonished
obsolete
Questions:
1. What author changed Carla Dickson’s life?
2. How did Carla view the bond between the three friends?
3. How was Carla’s relationship with the young men?
4. How did Carla convince Rameck to stay in school?
5. What was Carla’s job?
6. What was the significance of keeping the pictures in her Bible?
Create a collage, in publisher (using 2.0 and 4.0 Tools), that represents the symbols and/or images within the novel. Fill in an entire page, print in color, and turn in to your teacher.
Make a list of adjectives for each of the characters in the book.
Sam
Rameck
George
*
The Pact “A Different World” Chapter 10 Focus Question: How is Seton Hall different from Newark?
Seton Hall
Newark
Chapter 10 “A Different World” Rameck Vocabulary
Mercilessly
feigning
demeanor
lax
grandiose
envisioned
gig
liability
naively
compelled
Questions
1. Why did Rameck invite Michael to visit him at college?
2. How did the visit turn out?
3. How did Rameck feel after the incident?
4. What was his mother’s advice while growing up?
5. What happened when the police came?
6. How did this incident challenge Rameck’s view about white people?
7. What other incident happened before the end of freshman year almost had Rameck kicked out of school?
8. How did this change Rameck?
9. What book did Rameck find that inspired him?
10. What did Rameck, George, and Sam decide to do?
Students will write a reader’s response”
1. One paragraph character analysis of the character you choose to track. Place reader’s response in both your e-Haiku portfolio and Google doc
The Next section of chapters is referred to as “Giving Back” What do you think college will be like for you? Ask the students to share their answers
Read Out loud the chapter and encourage the students to take notes and ask about the vocabulary “Rameck on Giving Back” Questions
1. What do you need to enrich another person’s life?
2. Describe the analogy Rameck uses for giving.
3. Who was the one person Rameck felt he was lacking while growing up?
4. Why should selfish people give?
Read “Rap” Chapter 11 George and “Lovesick” Chapter 12 Vocabulary
era
mogul
stately
perplexed
introspective
escalated
abrupt
Questions
1. How did George, Sam, and Rameck feel about rap?
2. What was the name they chose for their group?
3. How far did they pursue their rap careers?
4. How successful was the group?
5. why did George stop rapping?
Focus Questions: What Challenges do the boys face? Provide example of each from the text. Conflict: -
Man vs Man
Man vs Himself
Man vs Society
Now Discuss:
Text to Self
Text to World
Text to Text
“Lovesick” Chapter 12 - Rameck Vocabulary
1. inflict
2. crystallized
3. residency
Questions:
1. What kind of family life did Rameck envision in his future?
2. Describe Rameck’s relationship with Kay.
3. How did Rameck’s part time job almost turn into a career?
4. Why did Rameck stick with Medical school?
The Pact Mandala Directions: Using images and words from the book, create a mandala that represents the book
“Access Med” p. 169 - 182 Chapter 13 Focus Question: What conflicts do the boys face?
Discuss: Ask the students to share their answers
Students will read out loud and take notes on the reading
Afterwards, define CONFLICT and have the students ID examples
Internal Conflict
Sam
External
Internal Conflict
Rameck
External
Internal Conflict
George
External
Reading: Sum up the book so far… Reader’s Response:
I am confused by
One theme that keeps coming up
This reminds me of
Chapter 13 “Access Med” Sam Vocabulary
daunting
feisty
condominium
anesthesiologist
meticulous
commute
scribe
torrential
Questions
1. What program accepted Sam and Rameck?
2. Where did Sam and Rameck transfer?
3. What happened to the trio of students?
4. How was the Livingston campus a welcome change to Sam and Rameck?
5. How was Sam adjusting to medical school?
6. Outside of class, what took up the three student’s time?
7. How did Sam and Rameck make money?
8. What news from home distracted Sam?
9. How did Sam cope with the pressure?
“Old Ties” Chapter 14 Page 183 Focus Questions: What character traits ensure George succeeds?
What are your goals?
How will you achieve them?
Chapter 14 “Old Ties” George Vocabulary
logistical
invigorating
surreal
straddling
ethic
inflections
Questions
1. Where was George accepted to dental school and where did he stay while attending?
2. What happened with the “free ride” the three students were promised?
3. How far was George falling behind on his tuition?
4. How much was it to take the state licensing exam?
5. How was living in the old neighborhood different than living at Seton Hall?
6. How was George different?
7. How did George’s friends treat his apartment?
8. How did the separation from Rameck and Sam affect George?
9. What did Sam realize about the people around him at home or at school?
Write a rough draft of an essay that define nonfiction using The Pact; and place it in your e-portfolio Haiku and Google doc. after you have gone through and peer edited the paper.
“D.W.B” Chapter 15 page 199
Focus Question: What words or images do you associate with The Pact?
Ask the student to share their answers.
Read the chapter using the popcorn method.
Vocabulary
secluded
catapult
profiling
presumed
plea
clinical
Questions
1. Why was Rameck arrested?
2. After talking to his lawyer, what did Rameck do?
3. Why did this arrest scare him?
4. How did his actions hurt him in court?
5. What was his lawyer’s response?
6. How did the trial turn out?
“Becoming Doctors” Chapter 16 Sam Focus Question: What obstacles does Sam have to overcome?
Obstacles
How Sam overcomes his obstacles?
Vocabulary
physiology
insurmountable
elation
vague
affiliated
dweller
gastrointestinal
lacerations
dean
reputable
intent
perseverance
humble
Questions
1. How did Sam do on his first state board exam?
2. How was this a different concept for the three students?
3. Who was Same able to connect with?
4. How did Sam cope with his failure?
5. How did Sam feel when he visited his old neighborhood?
6. How did Sam do on his second state board exam?
7. Where did Sam choose to do a rotation dealing with emergency medicine?
8. What happened to change Sam’s feelings of not belonging in medicine?
9. What happens on Match Day? How did Sam do?
10. Where did Rameck place for residency? Where did Sam place for residency?
11. How did Sam feel after he didn’t place in an emergency residency?
12. What did Sam find while trying to remedy the situation? How did it turn out?
“Goodbye” Final Chapter Focus Question: What do you think the chapter title refers to?
Place your essay in both your e-Haiku portfolio and a Google doc and share with your teacher.
The Pact - Epilogue Focus Questions: What do you think the boys will do next? Students will share answers…
Matching Vocabulary
1. Name the types of non-fiction read
2. Name a piece of nonfiction we read: -author -perspective -tone -purpose
3. Compare the boys’ attitude in The Pact
4. Contrast essays and fiction
5. Pick a piece (titled author) -Text to text -Text to world/self -Examples
A - CNN article on improving schools
B- Essays: “Carry Your Own Skis…”
C-Speech: “I Have a Dream”
D- Autobiography/Memoir: The Pact
F- Similarities between Sam, George, and Rameck: dedicated and hardworking
G. Essays - True
G. Fiction - made up information
“Start of Something Big” - What does this mean to you for you?
“Graduation” Chapter 17 Focus Question: How does your social cultural context affect you?
Ask student to share answers If necessary explain
Religion Geography Economics
Education Music/Television/Movies
Ask students to describe their social/historical context
Students will then describe the social/historical context of the boys
Read out loud the chapter Students will take notes on the chapter
“Graduation” Chapter 17 - George Vocabulary
rigor
grueling
doggedly
entangled
amphitheater
prophetic
Questions:
1. Why did George want to do a residency when one wasn’t needed?
2. What did Dr. Noble do right before their graduation?
3. How did George feel about this?
4. How did George and Rameck help each other while they were still in school?
5. What was the first thing the three planned for after graduation?
6. What was the headline on the newspaper?
7. How did the story contrast to what George was used to seeing on the front page?
“Goodbye”, Page 231 - 236 Focus Questions: How have the boys changed since the beginning of the book?
Ask student to share their answers
“Goodbye” Chapter 18 Rameck Vocabulary
cirrhosis
gastroenterology
Questions
1. Why did Rameck choose to specialize in gastroenterology?
2. How did Ma help Rameck with his patients?
Focus Question: What can you learn from the 3 doctors? DISCUSSION QUESTIONS - - Short Answer Assessment
"How can a mother's plea compete with the thrill of having wads of cash handed to you when your pockets are empty and the pantry is bare?" Sam writes (p.53) "Sure, you see cats your age dying all the time, but you figure that's the price you pay for being born poor. And you accept your fate, unless someone or something convinces you that you have the power to change the script." Discuss the narrators' success in the context of this statement. Who or what provided that "someone or something" for these three boys?
The narrators cite role models as huge influences on their lives. Discuss how Mr. Jackson, Miss Johnson, Reggie, and Carla affected George, Sam, and Rameck. Do you think individuals are encouraged to take on leadership roles in troubled communities? Why or why not?
The narrators cite role models as huge influences on their lives. Discuss how Mr. Jackson, Miss Johnson, Reggie, and Carla affected George, Sam, and Rameck. Do you think individuals are encouraged to take on leadership roles in troubled communities? Why or why not?
The narrators cite role models as huge influences on their lives. Discuss how Mr. Jackson, Miss Johnson, Reggie, and Carla affected George, Sam, and Rameck. Do you think individuals are encouraged to take on leadership roles in troubled communities? Why or why not?
Each of the narrators describes a turning point at which specific decisions or choices—to turn away from certain friends, to never return to jail, to study harder—changed the course of their lives. Are such moments recognizable only in hindsight? Do you think that shaping the events of your life into a story would influence the importance you placed on specific events? Discuss.
Peer pressure plays an enormous role in the lives of young people in every circumstance. How did it play into Sam, George, and Rameck's lives? What drew them together and what kept their "pact" alive?
Rameck's grandmother tries to teach him a tough lesson when she takes back the money she's lent him for portfolio pictures because she found out that his mother used it to pay the utility bill. "You can't help nobody till you help yourself," she tells him. Do you agree with her philosophy? What do you think Rameck took away from that experience?
Education is at the center of this success story. But teachers like Miss Johnson, who nurtured and inspired George, were less prevalent than those who "...just didn't know how to reach us and didn't seem to care. They expected and accepted mediocrity or less, and unfortunately, we usually gave no more." Why do you think George felt this way? To what degree are teachers—and students—to blame for this situation? Does the book suggest any ways to improve the system?
If the EOP program that gave these three young men a chance at college—and the hundreds of other programs like it—didn't exist, do you think they would have succeeded anyway? Why or why not?
George ends the book sitting at his desk watching teenagers outside, wondering: "Where are their parents? Where are the cops?"—though he adheres to the unwritten code of the streets, of course, and doesn't call them—and finally, "Where are our young leaders to show the kids something different from what they see around here?" Has this book changed the way in which you'd answer those questions?
After reading this book, what do you conclude is required to enable other young people in rough environments to achieve? Who is ultimately responsible for providing those opportunities? The individual? The family? The state?
We hope our story will also demonstrate that anyone with enough compassion has the power to transform and redirect someone else's troubled life," the doctors write in their introduction. Have they succeeded? Can you identify ways to take up that challenge in your own community?
George Jenkins, Rameck Hunt, Sampson Davis
Education: Newark’s University High; Robert Wood Johnson Medical School and School of Dentistry
HomeTown: Newark, New Jersey
Occupation: Two Docs and a Dentist
Three Young Men Make a Promise to Fulfill a Dream
This is a story about the power of friendship. Of joining forces and beating the odds. A story about changing your life, and the lives of those you love most...together.
"Gripping, courageous, and inspiring."—Philadelphia Enquirer
"After you've read it, pass it on...The Pact is a book that should never end up on a shelf because it is probably the most important book for African-American families that has been written since the protest era...Besides their personal stories, the doctors share practical steps that can be useful to a circle of friends in making their own pact...Get The Pact. It just may change a teen's future."—Chicago Sun-Times
"They are an inspiration to young people everywhere, and their message is one that can transform the world."—Bill Cosby
Anticipation Guide
Reading - The Pact, Information Text, a poem, and connections to art
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.9-10.1CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.RL.9-10.3
Craft and Structure:
CCSS.ELA-LITERACY.RL.9-10.4CCSS.ELA-LITERACY.RL.9-10.5
CCSS.ELA-LITERACY.RL.9-10.6
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.9-10.7Writing in The Pact
Text Types and Purposes:
CCSS.ELA-LITERACY.W.9-10.1CCSS.ELA-LITERACY.W.9-10.1.A
CCSS.ELA-LITERACY.W.9-10.1.B
CCSS.ELA-LITERACY.W.9-10.1.C
CCSS.ELA-LITERACY.W.9-10.1.D
CCSS.ELA-LITERACY.W.9-10.1.E
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4CCSS.ELA-LITERACY.W.9-10.5
CCSS.ELA-LITERACY.W.9-10.6
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.9-10.7CCSS.ELA-LITERACY.W.9-10.8
CCSS.ELA-LITERACY.W.9-10.9
CCSS.ELA-LITERACY.W.9-10.9.A
CCSS.ELA-LITERACY.W.9-10.9.B
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10Speaking and Listening in The Pact
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1CCSS.ELA-LITERACY.SL.9-10.1.A
CCSS.ELA-LITERACY.SL.9-10.1.B
CCSS.ELA-LITERACY.SL.9-10.1.C
CCSS.ELA-LITERACY.SL.9-10.1.D
CCSS.ELA-LITERACY.SL.9-10.2
CCSS.ELA-LITERACY.SL.9-10.3
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.4CCSS.ELA-LITERACY.SL.9-10.5
CCSS.ELA-LITERACY.SL.9-10.6
Language in The Pact
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.9-10.4CCSS.ELA-LITERACY.L.9-10.4.A
CCSS.ELA-LITERACY.L.9-10.4.B
CCSS.ELA-LITERACY.L.9-10.4.C
CCSS.ELA-LITERACY.L.9-10.4.D
CCSS.ELA-LITERACY.L.9-10.5
CCSS.ELA-LITERACY.L.9-10.5.A
CCSS.ELA-LITERACY.L.9-10.5.B
CCSS.ELA-LITERACY.L.9-10.6
Student wll complete Language exercises in both __apexvs.com__ and __noredink.com__ throughout the reading of The Pact.
Personal Narrative
Ask students to write a personal narrative that tells me something about their dreams for the future…
Focus Question to be include: How important do you think family is to how you will fulfill these dreams?
Personal Narrative: is a form of writing in which the writer relates an event incident, or experience in his or her own life. The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer.
Characteristics of the Personal Narrative
Parts of a Personal Narrative
- All personal narratives should have the following:
- A beginning that grabs the reader’s interest; sometimes gives background information and a hint about the meaning or importance of the event.
- A middle that tells about important events, describes people and places, and tells the writer’s thoughts and feelings.
- An ending in which the writer explains the outcome and shows the meaning of the experiences and what one learns from those experiences..
View the link below :__https://www.youtube.com/watch?feature=player_embedded&v=YjqpZbYe6xA#t=0__
Choosing a Topic
Write about something you remember well
Write about something that has meaning or importance to you
Write about something you do not care to have read by others
Place in your e-portfolio and in a Google document and share with me. Put your MLA header on your paper, and double space.
Write Here ⇩ Place your essay in a Google doc and you Haiku e-portfolio -
__https://docs.google.com/a/daretolearn.org/viewer?a=v&pid=sites&srcid=bm9ydGhjYW50b25zY2hvb2xzLm9yZ3xtaXNzLXpzLWhvbWVw__
Personal Narrative Power Point:
__https://docs.google.com/a/daretolearn.org/viewer?a=v&pid=sites&srcid=bm9ydGhjYW50b25zY2hvb2xzLm9yZ3xtaXNzLXpzLWhvbWVw__
Varied Sentence Structure in Your Personal Narrative:
__https://docs.google.com/a/daretolearn.org/viewer?a=v&pid=sites&srcid=bm9ydGhjYW50b25zY2hvb2xzLm9yZ3xtaXNzLXpzLWhvbWV__
Evaluation of the Personal Narrative
Checklist for the Personal Narrative
The Pact - Projects
Read out loud: Introduction and “Dreaming Big”
⇛Students will take notes on the most important events.
Use Post Its - Introduction Notes
Use Post Its “Dreaming Big”
The Pact
Focus Question:
What do you think it is like to grow up in the “inner city”?
Discuss: Ask Students to share answers
Use Post It Notes
Students will brainstorm words they associate with inner city:
Before reading: Explain the language, in the text, to the students.
Students will finish reading
Have students put words, in categories on the board.
Students will then write a Paragraph that describes the inner city using the above words. Highlight the words in the paragraph.
grandmother hardworking safe haven
Arlene Hunt
Drug habit (marijuana, heroin, cocaine)
Pushes Rameck
Miss Scott
headshots
$150
-no electricity
University
heroin addict scholarship to college basketball player
cheated on Rameck’s mom
The Pact Study Guide
Introduction ||
Chapter 1 “Dreaming Big” - George
Text to Self
“Home” and “Ma”
Focus Question: How are you influenced by the people around you?
Ask students to share their answers.
Read: Students will popcorn read/listen to the story.
Write questions you may have
2.
3.
4.
5.
What questions do you have?
Have students work in pairs to answer questions
If students cannot answer questions, explain and answer.
Chapter 2 - “Home” --Sam
Word Wall
Students will write down these words and the definitions. As they read, they will write down the sentence where used within the text.
Questions:
Chapter 3 “Ma” 〜Rameck
Vocabulary
Questions
Read “Common Ground” Chapter 4 and “Caged” Chapter 5
Focus Questions: How would you described the boys?
Ask the students to share their answers
Draw a Circle
Chapter 4 “Common Ground” continued 〜George
Vocabulary
What now will-know R & B star was George friends with? And why did the USO protest? And what were the results of that protest? What did Rameck do to his Biology teacher? What happened to him as a result of his actions? Luck or fate? What sport did both Sam and George play? What college gave a presentation at University High that excited George and prompted him to persuade Sam and Rameck to apply?
Chapter 5 “Caged” continued 〜Rameck
Vocabulary
“The Road Not Taken” -Listen and discuss how this poem relates to Remeck’s life
Two roads diverged in a yellow wood,And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth:
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Through as for that the passing there
Had worn them really about the same,
And both that morning equally lay
in leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shal be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference. -Robert Frost
__http://www.poemhunter.com/i/poem_sounds/6/the-road-not-taken.mp3__
Read “A Big Break” and “Hope”
Focus Questions: How do you identify the tone, audience and purpose of a selections?
Students will take notes on Tone words from the reading.
Have students brainstorm Tone words (put on the board)
Chapter 6 “A Big Break” 〜Sam
Vocabulary
Questions
Read Informational Text:
Mroz, Jacqueline. “Trenton Students Find Strength in a Pact of Their
Own.” New York Times. October 19th, 2008. Web. April 12, 2014.
<__http://www.nytimes.com/2008/10/19/nyregion/new-jersey/19pactnj.html?_r=0__>
2.
3.
Review each term with the students:
Have students ID the audience and purpose
Put on the board
Have students read “Hope” and write down tone words
George on Peer Pressure Section in the book
Read “Summer Odyssey” Chapter 8 and “Earth Angel” Chapter 9
Focus Questions: What are some of the boys actions?
Ask the students to share their answers.
Explain a cause- in -effect T-Chart
Students will read out loud, p. 111 - 129 and take notes in their cause - in - effect chart.
Show students how to create their Haiku e-portfolios and Google docs.
Write a cause and effect essay:
Chapter 8 “Summer Odyssey” Rameck
Vocabulary:
Questions:
Pretend you are one of the boys and “WRITE” a postcard home describing your summer.
Copy to your Haiku - e- Portfolio and Google doc
Focus Question: What are you willing to do to succeed in college”
The Pact: “A Summer Odyssey” - chapter 8 continued
The Steps The Boys Had to Take
_ 6 week remedial program during the summer
_ 7 am breakfast Would you be willing to do what the boys did?
_ 8 am - 5pm classes
_ Mandatory one hour tutoring session after classes
_ Short dinner break at 6 pm
_ Study until 9 pm
_ No television p. 117 ⇒ The boys follow Carla’s advice on how to do well in class. Name 5
_ Dorm room doors open things you think help you to do well.
_ 10 pm mandatory bedtime
Chapter 9 “Earth Angel” Sam
Vocabulary
Questions:
Create a collage, in publisher (using 2.0 and 4.0 Tools), that represents the symbols and/or images within the novel. Fill in an entire page, print in color, and turn in to your teacher.
Make a list of adjectives for each of the characters in the book.
Sam
Rameck
George
The Pact “A Different World” Chapter 10
Focus Question: How is Seton Hall different from Newark?
Chapter 10 “A Different World” Rameck
Vocabulary
Questions
Students will write a reader’s response”
1. One paragraph character analysis of the character you choose to track.
Place reader’s response in both your e-Haiku portfolio and Google doc
The Next section of chapters is referred to as “Giving Back”
What do you think college will be like for you?
Ask the students to share their answers
Read Out loud the chapter and encourage the students to take notes and ask about the vocabulary
“Rameck on Giving Back”
Questions
Read “Rap” Chapter 11 George
and “Lovesick” Chapter 12
Vocabulary
Questions
Focus Questions: What Challenges do the boys face?
Provide example of each from the text.
Conflict: -
Now Discuss:
“Lovesick” Chapter 12 - Rameck
Vocabulary
Questions:
The Pact Mandala
Directions: Using images and words from the book, create a mandala that represents the book
“Access Med” p. 169 - 182 Chapter 13
Focus Question: What conflicts do the boys face?
Discuss: Ask the students to share their answers
Students will read out loud and take notes on the reading
Afterwards, define CONFLICT and have the students ID examples
Reading: Sum up the book so far…
Reader’s Response:
Chapter 13 “Access Med” Sam
Vocabulary
Questions
“Old Ties” Chapter 14
Page 183
Focus Questions: What character traits ensure George succeeds?
Chapter 14 “Old Ties” George
Vocabulary
Questions
Write a rough draft of an essay that define nonfiction using The Pact; and place it in your e-portfolio Haiku and Google doc. after you have gone through and peer edited the paper.
“D.W.B” Chapter 15 page 199
Focus Question: What words or images do you associate with The Pact?
Ask the student to share their answers.
Read the chapter using the popcorn method.
Vocabulary
Questions
“Becoming Doctors” Chapter 16 Sam
Focus Question: What obstacles does Sam have to overcome?
Vocabulary
Questions
Focus Question: What do you think the chapter title refers to?
Place your essay in both your e-Haiku portfolio and a Google doc and share with your teacher.
The Pact - Epilogue
Focus Questions: What do you think the boys will do next?
Students will share answers…
Matching Vocabulary
2. Name a piece of nonfiction we read:
-author
-perspective
-tone
-purpose
3. Compare the boys’ attitude in The Pact
4. Contrast essays and fiction
5. Pick a piece (titled author)
-Text to text
-Text to world/self
-Examples
B- Essays: “Carry Your Own Skis…”
C-Speech: “I Have a Dream”
D- Autobiography/Memoir: The Pact
F- Similarities between Sam, George, and Rameck: dedicated and hardworking
G. Essays - True
G. Fiction - made up information
“Start of Something Big” -
What does this mean to you for you?
“Graduation” Chapter 17
Focus Question: How does your social cultural context affect you?
Ask student to share answers
If necessary explain
Geography
Economics
Music/Television/Movies
Read out loud the chapter
Students will take notes on the chapter
“Graduation” Chapter 17 - George
Vocabulary
Questions:
“Goodbye”, Page 231 - 236
Focus Questions: How have the boys changed since the beginning of the book?
Ask student to share their answers
“Goodbye” Chapter 18 Rameck
Vocabulary
Questions
Focus Question: What can you learn from the 3 doctors?
DISCUSSION QUESTIONS - - Short Answer Assessment
George Jenkins, Rameck Hunt, Sampson Davis
Education: Newark’s University High; Robert Wood Johnson Medical School and School of Dentistry
HomeTown: Newark, New Jersey
Occupation: Two Docs and a Dentist
Three Young Men Make a Promise to Fulfill a Dream
This is a story about the power of friendship. Of joining forces and beating the odds. A story about changing your life, and the lives of those you love most...together.
"Gripping, courageous, and inspiring."—Philadelphia Enquirer
"After you've read it, pass it on...The Pact is a book that should never end up on a shelf because it is probably the most important book for African-American families that has been written since the protest era...Besides their personal stories, the doctors share practical steps that can be useful to a circle of friends in making their own pact...Get The Pact. It just may change a teen's future."—Chicago Sun-Times
"They are an inspiration to young people everywhere, and their message is one that can transform the world."—Bill Cosby
Anticipation Guide
Reading - The Pact, Information Text, a poem, and connections to art
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.9-10.1CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.RL.9-10.3
Craft and Structure:
CCSS.ELA-LITERACY.RL.9-10.4CCSS.ELA-LITERACY.RL.9-10.5
CCSS.ELA-LITERACY.RL.9-10.6
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.9-10.7Writing in The Pact
Text Types and Purposes:
CCSS.ELA-LITERACY.W.9-10.1CCSS.ELA-LITERACY.W.9-10.1.A
CCSS.ELA-LITERACY.W.9-10.1.B
CCSS.ELA-LITERACY.W.9-10.1.C
CCSS.ELA-LITERACY.W.9-10.1.D
CCSS.ELA-LITERACY.W.9-10.1.E
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4CCSS.ELA-LITERACY.W.9-10.5
CCSS.ELA-LITERACY.W.9-10.6
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.9-10.7CCSS.ELA-LITERACY.W.9-10.8
CCSS.ELA-LITERACY.W.9-10.9
CCSS.ELA-LITERACY.W.9-10.9.A
CCSS.ELA-LITERACY.W.9-10.9.B
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10Speaking and Listening in The Pact
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1CCSS.ELA-LITERACY.SL.9-10.1.A
CCSS.ELA-LITERACY.SL.9-10.1.B
CCSS.ELA-LITERACY.SL.9-10.1.C
CCSS.ELA-LITERACY.SL.9-10.1.D
CCSS.ELA-LITERACY.SL.9-10.2
CCSS.ELA-LITERACY.SL.9-10.3
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.4CCSS.ELA-LITERACY.SL.9-10.5
CCSS.ELA-LITERACY.SL.9-10.6
Language in The Pact
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.9-10.4CCSS.ELA-LITERACY.L.9-10.4.A
CCSS.ELA-LITERACY.L.9-10.4.B
CCSS.ELA-LITERACY.L.9-10.4.C
CCSS.ELA-LITERACY.L.9-10.4.D
CCSS.ELA-LITERACY.L.9-10.5
CCSS.ELA-LITERACY.L.9-10.5.A
CCSS.ELA-LITERACY.L.9-10.5.B
CCSS.ELA-LITERACY.L.9-10.6
Student wll complete Language exercises in both __apexvs.com__ and __noredink.com__ throughout the reading of The Pact.
Personal Narrative
Ask students to write a personal narrative that tells me something about their dreams for the future…
Focus Question to be include: How important do you think family is to how you will fulfill these dreams?
Personal Narrative: is a form of writing in which the writer relates an event incident, or experience in his or her own life. The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer.
Characteristics of the Personal Narrative
Parts of a Personal Narrative
- All personal narratives should have the following:
- A beginning that grabs the reader’s interest; sometimes gives background information and a hint about the meaning or importance of the event.
- A middle that tells about important events, describes people and places, and tells the writer’s thoughts and feelings.
- An ending in which the writer explains the outcome and shows the meaning of the experiences and what one learns from those experiences..
View the link below :__https://www.youtube.com/watch?feature=player_embedded&v=YjqpZbYe6xA#t=0__
Choosing a Topic
Write about something you remember well
Write about something that has meaning or importance to you
Write about something you do not care to have read by others
Place in your e-portfolio and in a Google document and share with me. Put your MLA header on your paper, and double space.
Write Here ⇩ Place your essay in a Google doc and you Haiku e-portfolio -
__https://docs.google.com/a/daretolearn.org/viewer?a=v&pid=sites&srcid=bm9ydGhjYW50b25zY2hvb2xzLm9yZ3xtaXNzLXpzLWhvbWVw__
Personal Narrative Power Point:
__https://docs.google.com/a/daretolearn.org/viewer?a=v&pid=sites&srcid=bm9ydGhjYW50b25zY2hvb2xzLm9yZ3xtaXNzLXpzLWhvbWVw__
Varied Sentence Structure in Your Personal Narrative:
__https://docs.google.com/a/daretolearn.org/viewer?a=v&pid=sites&srcid=bm9ydGhjYW50b25zY2hvb2xzLm9yZ3xtaXNzLXpzLWhvbWV__
Evaluation of the Personal Narrative
Checklist for the Personal Narrative
The Pact - Projects
Read out loud: Introduction and “Dreaming Big”
⇛Students will take notes on the most important events.
Use Post Its - Introduction Notes
Use Post Its “Dreaming Big”
The Pact
Focus Question:
What do you think it is like to grow up in the “inner city”?
Discuss: Ask Students to share answers
Use Post It Notes
Students will brainstorm words they associate with inner city:
Before reading: Explain the language, in the text, to the students.
Students will finish reading
Have students put words, in categories on the board.
Students will then write a Paragraph that describes the inner city using the above words. Highlight the words in the paragraph.
grandmother hardworking safe haven
Arlene Hunt
Drug habit (marijuana, heroin, cocaine)
Pushes Rameck
Miss Scott
headshots
$150
-no electricity
University
heroin addict scholarship to college basketball player
cheated on Rameck’s mom
The Pact Study Guide
Introduction ||
Chapter 1 “Dreaming Big” - George
Text to Self
“Home” and “Ma”
Focus Question: How are you influenced by the people around you?
Ask students to share their answers.
Read: Students will popcorn read/listen to the story.
Write questions you may have
2.
3.
4.
5.
What questions do you have?
Have students work in pairs to answer questions
If students cannot answer questions, explain and answer.
Chapter 2 - “Home” --Sam
Word Wall
Students will write down these words and the definitions. As they read, they will write down the sentence where used within the text.
Questions:
Chapter 3 “Ma” 〜Rameck
Vocabulary
Questions
Read “Common Ground” Chapter 4 and “Caged” Chapter 5
Focus Questions: How would you described the boys?
Ask the students to share their answers
Draw a Circle
Chapter 4 “Common Ground” continued 〜George
Vocabulary
What now will-know R & B star was George friends with? And why did the USO protest? And what were the results of that protest? What did Rameck do to his Biology teacher? What happened to him as a result of his actions? Luck or fate? What sport did both Sam and George play? What college gave a presentation at University High that excited George and prompted him to persuade Sam and Rameck to apply?
Chapter 5 “Caged” continued 〜Rameck
Vocabulary
“The Road Not Taken” -Listen and discuss how this poem relates to Remeck’s life
Two roads diverged in a yellow wood,And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth:
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Through as for that the passing there
Had worn them really about the same,
And both that morning equally lay
in leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shal be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference. -Robert Frost
__http://www.poemhunter.com/i/poem_sounds/6/the-road-not-taken.mp3__
Read “A Big Break” and “Hope”
Focus Questions: How do you identify the tone, audience and purpose of a selections?
Students will take notes on Tone words from the reading.
Have students brainstorm Tone words (put on the board)
Chapter 6 “A Big Break” 〜Sam
Vocabulary
Questions
Read Informational Text:
Mroz, Jacqueline. “Trenton Students Find Strength in a Pact of Their
Own.” New York Times. October 19th, 2008. Web. April 12, 2014.
<__http://www.nytimes.com/2008/10/19/nyregion/new-jersey/19pactnj.html?_r=0__>
2.
3.
Review each term with the students:
Have students ID the audience and purpose
Put on the board
Have students read “Hope” and write down tone words
George on Peer Pressure Section in the book
Read “Summer Odyssey” Chapter 8 and “Earth Angel” Chapter 9
Focus Questions: What are some of the boys actions?
Ask the students to share their answers.
Explain a cause- in -effect T-Chart
Students will read out loud, p. 111 - 129 and take notes in their cause - in - effect chart.
Show students how to create their Haiku e-portfolios and Google docs.
Write a cause and effect essay:
Chapter 8 “Summer Odyssey” Rameck
Vocabulary:
Questions:
Pretend you are one of the boys and “WRITE” a postcard home describing your summer.
Copy to your Haiku - e- Portfolio and Google doc
Focus Question: What are you willing to do to succeed in college”
The Pact: “A Summer Odyssey” - chapter 8 continued
The Steps The Boys Had to Take
_ 6 week remedial program during the summer
_ 7 am breakfast Would you be willing to do what the boys did?
_ 8 am - 5pm classes
_ Mandatory one hour tutoring session after classes
_ Short dinner break at 6 pm
_ Study until 9 pm
_ No television p. 117 ⇒ The boys follow Carla’s advice on how to do well in class. Name 5
_ Dorm room doors open things you think help you to do well.
_ 10 pm mandatory bedtime
Chapter 9 “Earth Angel” Sam
Vocabulary
Questions:
Create a collage, in publisher (using 2.0 and 4.0 Tools), that represents the symbols and/or images within the novel. Fill in an entire page, print in color, and turn in to your teacher.
Make a list of adjectives for each of the characters in the book.
Sam
Rameck
George
The Pact “A Different World” Chapter 10
Focus Question: How is Seton Hall different from Newark?
Chapter 10 “A Different World” Rameck
Vocabulary
Questions
Students will write a reader’s response”
1. One paragraph character analysis of the character you choose to track.
Place reader’s response in both your e-Haiku portfolio and Google doc
The Next section of chapters is referred to as “Giving Back”
What do you think college will be like for you?
Ask the students to share their answers
Read Out loud the chapter and encourage the students to take notes and ask about the vocabulary
“Rameck on Giving Back”
Questions
Read “Rap” Chapter 11 George
and “Lovesick” Chapter 12
Vocabulary
Questions
Focus Questions: What Challenges do the boys face?
Provide example of each from the text.
Conflict: -
Now Discuss:
“Lovesick” Chapter 12 - Rameck
Vocabulary
Questions:
The Pact Mandala
Directions: Using images and words from the book, create a mandala that represents the book
“Access Med” p. 169 - 182 Chapter 13
Focus Question: What conflicts do the boys face?
Discuss: Ask the students to share their answers
Students will read out loud and take notes on the reading
Afterwards, define CONFLICT and have the students ID examples
Reading: Sum up the book so far…
Reader’s Response:
Chapter 13 “Access Med” Sam
Vocabulary
Questions
“Old Ties” Chapter 14
Page 183
Focus Questions: What character traits ensure George succeeds?
Chapter 14 “Old Ties” George
Vocabulary
Questions
Write a rough draft of an essay that define nonfiction using The Pact; and place it in your e-portfolio Haiku and Google doc. after you have gone through and peer edited the paper.
“D.W.B” Chapter 15 page 199
Focus Question: What words or images do you associate with The Pact?
Ask the student to share their answers.
Read the chapter using the popcorn method.
Vocabulary
Questions
“Becoming Doctors” Chapter 16 Sam
Focus Question: What obstacles does Sam have to overcome?
Vocabulary
Questions
Focus Question: What do you think the chapter title refers to?
Place your essay in both your e-Haiku portfolio and a Google doc and share with your teacher.
The Pact - Epilogue
Focus Questions: What do you think the boys will do next?
Students will share answers…
Matching Vocabulary
2. Name a piece of nonfiction we read:
-author
-perspective
-tone
-purpose
3. Compare the boys’ attitude in The Pact
4. Contrast essays and fiction
5. Pick a piece (titled author)
-Text to text
-Text to world/self
-Examples
B- Essays: “Carry Your Own Skis…”
C-Speech: “I Have a Dream”
D- Autobiography/Memoir: The Pact
F- Similarities between Sam, George, and Rameck: dedicated and hardworking
G. Essays - True
G. Fiction - made up information
“Start of Something Big” -
What does this mean to you for you?
“Graduation” Chapter 17
Focus Question: How does your social cultural context affect you?
Ask student to share answers
If necessary explain
Geography
Economics
Music/Television/Movies
Read out loud the chapter
Students will take notes on the chapter
“Graduation” Chapter 17 - George
Vocabulary
Questions:
“Goodbye”, Page 231 - 236
Focus Questions: How have the boys changed since the beginning of the book?
Ask student to share their answers
“Goodbye” Chapter 18 Rameck
Vocabulary
Questions
Focus Question: What can you learn from the 3 doctors?
DISCUSSION QUESTIONS - - Short Answer Assessment